I think, in the case of an algebra class, the student could assume something like an integral / rational solution space. Otherwise, the solution is just to put

I think, in the case of an algebra class, the student could assume something like an integral / rational solution space. Otherwise, the solution is just to put the opposite symbol on the other side of the equation, e.g. (8192)^(1/3), which is maybe(?) what the teacher is asking, however would the teacher actually accept an answer written in the form 27^(1/3)? I would guess that I would not accept that. I understand what you are saying, but in this case, it could be argued that the 8192 case is actually a different question, because the underlying multiplicative group is different.